Does the School Context "Really" Matter for Teacher Burnout? Review of Existing Multilevel Teacher Burnout Research and Results from the Teaching and Learning International Survey 2018 in the Flemish- and French-Speaking Communities of Belgium

Autor/inn/en	Van Droogenbroeck, Filip; Spruyt, Bram; Quittre, Valérie; Lafontaine, Dominique
Titel	Does the School Context "Really" Matter for Teacher Burnout? Review of Existing Multilevel Teacher Burnout Research and Results from the Teaching and Learning International Survey 2018 in the Flemish- and French-Speaking Communities of Belgium
Quelle	In: Educational Researcher, 50 (2021) 5, S.290-305 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Droogenbroeck, Filip) ORCID (Spruyt, Bram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X21992361
Schlagwörter	Context Effect; School Culture; Organizational Climate; Teaching Conditions; Teacher Burnout; Secondary School Teachers; Educational Research; Fatigue (Biology); Emotional Response; Humanization; Self Efficacy; Achievement; Stress Variables; Teacher Surveys; Measures (Individuals); Foreign Countries; Belgium; Teaching and Learning International Survey (NCES); Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Organisationsklima; Lehrbedingungen; Unterrichtsbedingungen; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Bildungsforschung; Pädagogische Forschung; Fatigue; Ermüdung; Emotionales Verhalten; Humanisierung; Self-efficacy; Selbstwirksamkeit; Performance; Leistung; Messdaten; Ausland; Belgien
Abstract	It is widely believed that the school context plays a crucial role in teacher burnout. Against that background, we (1) critically review existing empirical multilevel studies on teacher burnout and (2) use data from the Teaching and Learning International Survey (TALIS) 2018 to assess the school-level variance and its correlates in emotional exhaustion, cynical depersonalization, and personal accomplishment in 2,300 primary (183 schools) and 2,700 lower secondary (190 schools) teachers in the Flemish-speaking community of Belgium, and 2,135 lower secondary (120 schools) teachers in the French-speaking community of Belgium. Our results reveal that (1) conceptual confusion exists surrounding school-context variables and (2) the between-school variance in teacher burnout is small. Implications for educational policy and teacher burnout research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01